Check the allowed reference sheet during tests
When to use this goal
For students who have a formula sheet, word bank, or strategy card as a test accommodation but whose present levels show items answered from faulty memory instead. Present levels and the IEP's listed accommodations decide which sheet applies.
- Baseline
- After a test, review six items that needed the sheet and look for the student's mark on the sheet or a note on the item. Ask the student which items they checked. Collect at least three tests and compare accuracy on checked and unchecked items.
- Tips
- A tick, circle, or number on the sheet beside the formula used makes data collection a quick product review. Teach the student to scan the sheet before the test starts so they know what is on it.
- Limits
- Only applies where the reference sheet is an approved accommodation. Using the sheet does not guarantee a correct answer; the item must still be worked.
Original IEP Atlas template based on general measurement principles; not copied from any goal bank. ID ef-wm-022.
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Goal
By the annual IEP review date, during a math or science test with an allowed formula or reference sheet, the student will check the reference sheet and mark the formula, word, or step used before answering an item that needs it independently in at least 5 of 6 opportunities, on 3 of 4 consecutive tests, as measured by opportunity-by-opportunity data collected at each unit test or quiz.
Baseline: 2 of 6 opportunities.
- Condition
- Observable behavior
- Criterion
- Measurement method
Measurability check11 of 11 met
Met: Observable behavior. Stated as an action.
Met: Condition. Stated.
Met: Unit fits the behavior. Opportunities fits this behavior.
Met: Explicit criterion. Number and unit stated.
Met: Mastery rule and schedule. Both stated.
Met: Method produces the metric. Opportunity (trial) recording gives opportunities data.
Met: Review timeframe. Stated.
Met: Baseline and target compatible. Same unit, change in the right direction.
Met: Aligned with area of need. Still about Working Memory Strategies.
Met: Level of support. Defined.
Met: Blanks filled in. Nothing left to fill in.
Checks structure and wording only. Whether the goal fits the student is the team's call.
Short-term objectives (optional)
When are objectives required?Required for students on alternate assessments (34 CFR §300.320(a)(2)(ii)); some states require them for everyone.
Paste into your IEP system
Most district systems have a separate box for each part of a goal. Copy them one at a time, or all at once as labeled text.
- Area of need
- Executive Function - Working Memory Strategies
- Baseline
- 2 of 6 opportunities.
- Annual goal388 characters
- By the annual IEP review date, during a math or science test with an allowed formula or reference sheet, the student will check the reference sheet and mark the formula, word, or step used before answering an item that needs it independently in at least 5 of 6 opportunities, on 3 of 4 consecutive tests, as measured by opportunity-by-opportunity data collected at each unit test or quiz.
- Timeframe
- By the annual IEP review date
- Condition
- During a math or science test with an allowed formula or reference sheet
- Behavior
- The student will check the reference sheet and mark the formula, word, or step used before answering an item that needs it independently
- Criteria
- In at least 5 of 6 opportunities, on 3 of 4 consecutive tests
- Evaluation method
- Opportunity-by-opportunity data
- Schedule
- At each unit test or quiz
Copied as plain text, with straight quotes and plain dashes.
Matching data sheet
Opportunity tracker. One box per opportunity in each session.
Opportunity tracker
Opportunities- Student label:
- Target:
- in at least 5 of 6 opportunities
- Mastery rule:
- on 3 of 4 consecutive tests
- Collection schedule:
- at each unit test or quiz
- Method:
- Opportunity (trial) recording
- Data collector:
Goal: By the annual IEP review date, during a math or science test with an allowed formula or reference sheet, the student will check the reference sheet and mark the formula, word, or step used before answering an item that needs it independently in at least 5 of 6 opportunities, on 3 of 4 consecutive tests, as measured by opportunity-by-opportunity data collected at each unit test or quiz.
Key: + demonstrated independently · P demonstrated with a prompt (note type) · − not demonstrated · NA no opportunity occurred
| Date | Activity / context | 1 | 2 | 3 | 4 | 5 | 6 | # + (of 6) | Notes |
|---|---|---|---|---|---|---|---|---|---|
Preview shows 4 of 12 rows.
- Record up to 6 opportunities per session, matching the goal's denominator.
- Define in advance what counts as an opportunity so every data collector records the same thing.
- Count only + marks toward the criterion unless the goal specifies prompted responses.
The CSV opens in Excel or Google Sheets, with formulas. Sheets print blank; no student data is stored.